APPENDIX SECTION
FIVE
“IMPACT ON
STUDENTS LEARNING/FIELD EXPERIENCE”
COURSE PROJECT: Differentiated Instruction in EFL Ecuadorian Classrooms
Literature Review
Defining
Differentiated Instruction
Differentiating
instruction is a method of identifying differences and teaching according to
different students’ talents and learning styles. This way of teaching is considered to meet
the needs of a diverse classroom (Morgan, 2013) . Differentiated instruction intends to
permit every student access to the same classroom curriculum by providing
learning tasks and objectives that fit
all students’ learning needs. It
is not a single strategy but an approach to instruction that incorporates a
variety of strategies which focus on meeting unique individual needs (Susan Watts,
2012) . By its nature, differentiation implies that
the purpose of schools should be to maximize the capabilities of all students
taking into account differences on how students learn, learning preferences and
individual interests (Anderson, 2007) . For some time, the term has been debated in
the field of education. Teachers
incorporate differentiation in their classes when assigning a different
homework, giving more time for a particular activity, or giving choice in what
students read. However, classrooms can
be more responsive to students’ needs by being more systematic in the approach
of differentiation. Mastering DI
strategies will help teachers start instruction where students are and move
forward as far as possible on their educational path. (Levy, 2008) .
Theory
The concept of
differentiated instruction is grounded in the fact that there is great variance among students, and therefore
teachers should expect student diversity and accommodate their instruction
accordingly (Tomlinson, 1999) . From Vygotsky’s theory it is well
known that individuals learn in a better way when they interact in an
environment which provides a challenge.
This environment is called zone of
proximal development. Thus, learning
should be adjusted to each individual learning zone (Brimijoin,
2003) .
Furthermore, based on Vygotsky’s concepts, it is believed that learning truly
happens when teachers design lessons that challenge students’ abilities. Teachers or more capable peers offer support
to develop understanding while students interact with each other. This peer
collaboration goes beyond simple
assistance. In order for learning to happen, students work collaboratively to
find out their zone of proximal development so they can have appropriate
support (Walqui & Lier, 2012) .
Why
Differentiated Instruction
There is
evidence that differentiated instruction can be an effective instrument for
schools and educators to address students’ social-emotional learning. The
personal situation of each individual student is considered (Martin, 2013) . Research has demonstrated that
programs where teachers practice social and emotional differentiation in
instruction have a very positive effect on both academic and social areas (Bondy, Ross, Galliangane, & Hambacher, 2007) . Teachers can have a
very positive impact on students’ performance when they create an environment
where children appreciate social behaviors modeled by peers and adults and the
needs and preferences of each student is
emphasized (Kidron & Fleishman, 2006) . Additionally,
differentiated instruction helps students to meet standards that instruction
pursues. If all students, no matter
their individual learning style or academic level, are required to meet the
same standards, then teachers have to use different approaches for different
students (McTighe & Brown, 2005)
Content,
Process and Product
The fundamental point of differentiated instruction is
flexibility in content, process and product according to students’ learning
styles, needs, interests and strengths (Levy, 2008) .
Content
includes the topics, concepts or themes students are exposed to. It is
determined by districts and it responds to national standards (Heacox, 2012) . Levy (2008) wonders
why teachers would want to limit
children who read and write above the grade level to go much further.
Similarly, students who are below the grade level would be more successful with
content appropriated for the learner’s level.
“Differentiated instruction allows for variation in content without
losing sight of the curriculum to which all children are entitled.” (p.62).
Process refers to the “how” of teaching. Learning styles
and students’ preferences are considered at the moment of instruction. It can
be modified by making tasks more complex and challenging, by giving students
opportunities to develop critical and creative thinking, or by providing
several strategies for them to learn (Heacox, 2012) . The activities provided must address
different students’ skills, learning styles, and interests. The teaching style
should reflect the needs of students. Teachers must find out the academic level
of students before starting instruction and build on the prior knowledge to
develop learning. It is essential to
determine the level of support students will require through formative
assessment (Levy, 2008) .
Products are the outcomes of instruction. They reflect students’ understanding in the
form of a report, brochure, dialogue, debate, or speech. Products are
differentiated when teachers offer a variety of options for students to choose
according to their individualities. Projects proposed should match students
learning styles. They should be oriented to strengthen students’ skills or
challenge their weaknesses (Heacox, 2012) .
Multiple
Intelligences
Howard Gardner’s
theory of multiple intelligences is the basis for Differentiated
Instruction. According to this theory,
students learn through various intelligences.
Gardner identified the logical /mathematical, verbal/ linguistic,
musical, visual/spatial, bodily/kinesthetic, interpersonal, and intrapersonal
intelligence (Gardner, 1983) . Students learn in different ways
through different intelligences.
Therefore, teachers may want to use a variety of intelligences at the
moment of teaching rather than just one or two (Silver, Strong, & Perini, 2000) . Learners can be classified into three main
categories: visual learners, auditory learners, and kinesthetic learners.
Visual learners have a better understanding by observing written language,
posters, charts, videos and other visual demonstrations. They remember better
when they see written information.
Auditory learners prefer instruction through oral communication. They enjoy participating in discussions and
debates. Kinesthetic learners are benefited from hands-on activities and enjoy
being engaged in role plays or any movement activity (Pham, 2012) .
Grouping
according to Ability Levels, Learning Styles and Interests
Teachers who use the differentiated instruction model
know that grouping should be made based on specific criteria concerning
students’ ability, interests, learning styles, and needs. After the lesson is
taught the teacher, realizes that a group of students need further instruction. This group of students is pulled out for
additional support. On the other hand, the group of students who already knew
what was taught are given more challenging work. This classification responds to students’
needs.
Grouping
according learning styles is related to the theory of multiple
intelligences. Different students learn
in different ways. Some pay attention to what the teacher says,
others pay attention to what the teacher does.
Some students do not learn anything until they can do something
concrete. When teachers get to know
their students’ individual learning style it is more likely that they are able
to group students according their objectives.
At times, all visual learners might be grouped to achieve a common goal. Other times one of each style should be in a group
for them to learn from each other. Students’ interests also play an important
role when grouping. For example: when teaching reading, students who are
interested in animals can work together while those who are not interested in
animals might choose a different topic that is of interest to them (Levy, 2008) .
Tiered
Activities
Tomlinson (1999) described tiered lessons as a
differentiation strategy that addresses a standard curriculum but create
various ways for students to reach understanding of the content based on their
interests, readiness, or learning profiles.
A class tiered by readiness level requires that the teacher is well-
informed about students’ ability levels regarding the lesson and has planned
the tiers to meet those needs. Many lessons tiered in readiness have three
tiers: below grade level, at grade level, and above grade level. However, this
is not the rule. The number of levels
will depend on the range of ability levels of a particular classroom.
Tiered
activities encourage accomplishment because the students decide at what level
of achievement they want to aim. Teachers develop tiered activities based on
the main curricular concept that must be learned by the students. After the content is identified, then the
teacher proposes tasks of varied complexity, number of steps and products. Students are encouraged to choose the
activity they wish to accomplish.
Rubrics describing product requirements at each level are offered (Kapusnick, 2001) . Tiered lesson planning is a form of keeping
focused on the curriculum and standards while conserving flexibility of
content, process, and product (Levy, 2008) .
STUDIES
A
lot of research has been conducted on the field of differentiating instruction.
In a study of the National Hsinchu Univeristy of Education in Taiwan, Professor
Chin –Wen Chien shares his experience of implementing differentiated
instruction in an elementary school EFL classroom. Professor Chin-Wen chose the
book Riddle-Me-Ree to design his lesson.
This big book is fun and motivate students to learn. He used the book as a vocabulary review for
the sixth graders in the beginning of the semester. He chose six riddles from the book. The he
read the riddles aloud and ask students to guess the meaning of the words from
pictures or teacher’s actions. Students
with higher English proficiency levels yelled out different answers in English,
but students with lower level tended to respond in Chinese. Some other students
were not engaged at all due to their limited English abilities. Therefore, he modified the activity by having
students to write down the answer on a piece of paper. Students were allowed to either write in
English, Chinese or draw a picture. For
word instruction, he included 16 vocabulary words rom the riddles and asked the students to
color them according to their knowledge.
They colored the words green if they knew the word and could use it,
they used yellow for the words they knew but could not use it. For the words
they do not know at all, they used red.
Then he led the whole class in reading through the words marked in
green. For the words marked in yellow
and red he used word cards and phonics cards to teach the whole class. Then he
had students make word cards of the 16 vocabulary words. Each word was written on the top of the card
and had a picture below it. While students were working on their word cards, he
pulled out students who had marked words in yellow and red and gave them
additional word instruction. Then he tested students based on their proficiency
level. The beginning level learners were
required to point words for recognition.
These students did not feel anxious but gained confidence in learning.
More advanced students were required to spell words and even recognize
additional words. After the recognition
test, he gave students different choices of tasks. Task a: working in pairs and testing each
other to spell out the words; task b: working in pairs and using the word cards
to play the concentration game and task c: making word cards on two additional
riddles. Students with lower proficiency level chose games and easy tasks, and
students with higher proficiency levels tended to choose more challenging tasks.
Professor Chien- Wen concluded that the success of differentiated instruction
relies on the design and delivery of the instruction in content, process, and
product as well as on the establishment of a class routine. It is important to explain to students that
everyone learns differently and that if they complete tasks they will have the
opportunity to choose other tasks. If
they have difficulty completing the task, they still will have a chance to
learn the content with the teacher’s support. (cita)
Diane
Kern form the University of Rhode Island reports the study of North Topsail
Elementary School. The administrators in
the school found that most of their teachers where employing whole-group
instruction methods, taught to the average student in the class even though the
student body was quite diverse. Tests scores started to demonstrate that
students were not meeting the state’s requirements. The school began a collaborative professional
development effort, including focus on differentiation of instruction. In this case study research, the teacher
Katherine Martez uses a variety of flexible and effective strategies. Some of her practices include: compacting: she uses results from
informal and formal assessments to identify students’ strengths. She allows students who have already mastered
contents of the next unit to enter into contract with her to either explore the
content in more depth or through interdisciplinary study. Katherine also uses
tiered lessons. She regularly designs
activities that achieve the same content or standard with varying levels of
support or challenge. Graphic organizers
help Katherine to meet the needs of visual learners by demonstrating how
information is conceptually connected.
Anchor activities and task cards are also used to provide meaningful
activities for her students to engage in while she works with small groups of
students differentiating instruction.
The task cards provide students with step-by-step instructions for
enrichment or remediation activities related to the area of study. As a result a progressive improvement in the tests scores was reported (Kern, 2009) .
in the following
research, a case study was conducted to identify the strengths and needs
of Gayle, a 10 year-old third grade
boy, who has been performing below grade level in several reading skill areas.
A district reading specialist interviewed Gayle about his school experiences,
likes and dislikes. His parents were
also interviewed. Gayle was also given oral and listening comprehension
tests. Based on all this information,
the researcher concluded that Gayle needs extensive support to process print
materials. From the interviews, they
learned that Gayle enjoys basketball, riding bikes and computers. Though he does not enjoy reading, he likes
magazines and sports internet sites.
Knowing this they planned activities and assignments that follow his
interests by looking for internet sites that are focused on sorts , and using
sports magazines such as Sports Illustrated for Kids. From his parents’ interviews they learned
that he is also interested in mountain bike.
So, they selected materials that capitalized his motivation to learn
about this topic and provide exposure to words related to mountains, geography,
or lands forms that he might encounter in language arts activities. They also
considered using Lexia Early Reading software.
This program allows individual readers to practice a variety of reading
skills necessary for literacy. Gayle was described by his teachers and his
parents as an outgoing, friendly boy. So
they built on those characteristics and had him engaged in some leaderships
role in group activities. He could serve
as a resource for the group especially in areas he enjoys. The conclusions of the study suggest that
creating opportunities for Gayle to participate in different learning contexts
is a good start for success. Gayle
continues to progress slowly but surely, and the teachers are confident that
through differentiated instruction he will reach his goal of becoming a food
reader (Demos & Foshay, 2009)
Student
Demographics
According to the
demographic statistics on Ecuadorian students released by the Ministry of
Education, the number of students enrolled in initial, middle, and high school
education nationwide reaches to 4,395,434. From this student population, 2,259,988 are female and 2,135,446 are male. In Pichincha, there is a
total number of 723,986 students. Female
students represent 51. 5% of the total population and 48.4% of students are
male. From the total population in Pichincha, 408,343 students belonging to
middle and high school education attend to public schools. Regarding ethnicity,
the students’ population from different ethnic groups has grown through the years
as shown in the table below (Ministerio de Educacion, 2013) .
2004
%
|
2007
%
|
2010
%
|
2013
%
|
|
Indigenous
|
4.6
|
4.9
|
4.7
|
5.9
|
Mestizo
|
9.2
|
9.4
|
9.8
|
10.1
|
Afro-cuadorian
|
8.0
|
8.0
|
8.6
|
8.9
|
Montubio
|
-
|
-
|
6.2
|
6.7
|
Clearly
it can be said that more indigenous, montubios and afro-ecuadorians are
attending schools in the big cities.
These ethnic groups now have opportunities they would not have in the
past. For example, they have the
possibility to choose the school of their liking no matter their residence or
grade average. The Good Living National Plan fosters social
and territorial equity, cohesion, inclusion and equality in diversity. It implies consolidation of policies which
facilitate the achievement of dignity with access to education, social support,
and special protection. Goals regarding
with education have to do with the attainment of a net attendance rate for high
school of 80%, reduction of illiteracy among the indigenous and montubio
population from ages 15 and the increase of the generational transmission of
native languages to 90% (Senplades, 2013) .
Over the years Ecuador has been a plurinational and
multilinguistic country. Native
communities like awa, eperara siapidara, chachi, tsa’chi, kichwa, a’i (cofán),
pai (secoya), bai (siona), wao, achuar, shiwiar, sapara, andoa interact with
afro-ecuadorians and mestizos. The Bilingual and Intercultural Educational
System (SEIB) aims to take into consideration people’s learning styles including
psychosocial aspects, creativity and the ancestral knowledge (Ministerio de
Educacion, 2013) .
Regarding
disabilities, law indicates that the government will guarantee access to the
national educational system in all levels
for people with disabilities.
Administrators, educators, support staff, and students with no
disabilities are trained to normally interact with disable people. The law also regulates the infrastructure of
educational institutions, technological support, textbooks and materials
written in braille and the apprenticeship of signs language (Barriga,
2012) .
The
National Disabilities Council (CONADIS)
reported a total of 361,511 disabled people nationwide in May, 2013. Of this population,
14.2% is located in Pichincha. This
specialized institution identifies auditory, physical, intellectual, verbal,
visual, and psychological disabilities.
However, no difference is made between the national and student
population (Conadis, 2011) . The Ministry of Education through, the
National Office of Special and Inclusive Education describes more specific types of disabilities such as
autism, down syndrome, deafness and
blindness. From the need to support
students with special needs, CEDOS (Diagnosis and Pshycopedagogical Support Center
s) have been organized. These centers
offer specialized service for educators, families, schools and students with
disabilities in order to provide them with a high quality education (Ministerio de
Educacion, 2013) .
However, there is an open absence of statistical information concerning student
population with disabilities nationwide.
Schools lack of numerical data concerning number of students with
disabilities, or cultural and linguistic diversity. From my experience I can say that the number
of well identified students with a serious physical or intellectual disability
is really low.
During the fifteen years I have worked in
different high schools in Quito, I have only encountered three special students
who had been diagnosed with hearing disability, brain damage, and ADHD. In each case, parents would give me
directions on how to address their special needs in class. For example, I would use a pocket microphone
provided by the parents so the student could hear me. Similarly, all teachers in the school were
told about this particular student who had been diagnosed with ADHD and that
medicine administration was part of his treatment. When he was simply unable to
control himself, I would know that the medicine was not taken. Finally, the
student with a brain damage would work really hard and make his best effort but
just could not recall any of the information.
Psychologists in the school advised teachers to make him work as much as
possible but we all knew that in the end we had to pass him no matter his final
grades. This scenario portrays the unawareness and inexperience of educators
and counselors on how to deal with these kinds of students who demand
additional support to achieve academically.
One of my biggest concern as an EFL teacher is related to the lack of
students’ motivation to learn. This is one of the main reasons of the
increasing number of struggling students in our classrooms. Teachers label them as low achievers. Even though
they do not exhibit either a severe or mild physical or mental disability,
their academic performance is below average. While some of them might certainly
have a type of disability which hardly ever is diagnosed, most of
students considered low achievers might be some of the reasons for that
poor performance.
SPECIFIC STRATEGIES
EFL
Key Standard: Reading A2 Proficiency level
Understand
and identify longer, more complex informational, transactional, and expository
texts as well as simple procedural and narrative tests (e.g. recipes, short
personal stories, traveling forms). The
texts should all contain the highest frequency vocabulary, including a proportion
of shared international vocabulary items.
Differentiated Instruction
Strategies
Flexible
Grouping: Differentiating the process
The
average class size of Classrooms in Ecuadorian high schools is 50
students. On a regular basis students
are identified as: struggling students, academically average, and advanced
students. Therefore, this flexible
grouping strategy is intended to meet all students’ needs based on their
readiness.
The
students are grouped according to their tests results. Those whose scores range from 8 to 10 are
assigned to the advance learners group.
Scores 6 and 7 are in the average group and those with scores of 5 and
below 5 belong to the struggling students group. Every student is given a color index card
where they are required to write their names.
There are three different colors which will help the teacher identify
what student belongs to what group.
(green for advanced, blue for average, yellow for struggling students)
At
this point students have not moved yet. The teacher introduces the topic of the
reading as a whole class through pre-reading activities such as making
predictions from an illustration or text.
Students’ predictions are written down on the board. Having the students think about the topic
creates the schema about the text and develops background knowledge. Besides
predictions, teacher also pre teach key vocabulary and concepts related to the
reading topic.
Students
are organized in groups of four by colors.
Each group gets a copy of the reading: “ The last leaf” by O. Henry.
Groups are assigned a different task for the same piece of reading. Each group completes their particular task
(Appendix A). The teacher monitors the
groups focusing attention on yellow groups.
After the group session, one group representing each level (color)
shares their conclusions with the whole class.
The yellow group gives a quick overview of the reading, the blue group
retells the story using visuals and explains the story context, and the green
group explains how the story could have been different. This way all students
come to a full understanding of what the story is all about.
Choice
Board: Differentiating the Product
As
a follow-up activity students complete a home project assignment. Students choose the task they want to work on
from the choice board according to their own interests or skills.
Complete
an on-line book review of the story you read.
Visit
the following web-site
activities/swyar/write.asp
10
points
|
Write
a letter to the author explaining why and how you would change the end of the
story
10
points
|
From
Jhonsy’s perspective write a letter for Mr. Berhman
10
points
|
Compare
and contrast the two girls of the story.
Use a Venn diagram
5
points
|
Make
a graphic organizer to map the progression of the story
5
points
|
Rewrite
the story in the form of a song, rap, or poem. Include the major ideas of the
story
5
points
|
Create
a foldable to briefly describe the beginning, middle and end of the story
5
points
|
Create
a die and use each side to share:
1. Title and author
2. Setting
3. Problem
4. Solution
5. Characters
6. Illustration of the main part
of the story. 5 pts.
|
Make
a bookmark for the story. On one side, draw your favorite scene. On the back,
describe the scene.
5
points
|
The
activities are thought to provide opportunities for visual, verbal, and
kinesthetic learners to tap into their particular skills. Every student will choose either one or two
activities to complete a score of 10 points.
Reading
Choices: Differentiating the Content
Focus:
students will develop the ability to scan a text to find the main idea. They will compare and contrast ideas to reach
agreements. The standards require students develop the ability to understand
and identify longer and more complex texts.
For the next activity a variety of authentic reading materials are
proposed for students to choose the reading they are more interested in.
Pre-reading:
Students
will identify their own interests by playing the game Glass, Bug, Mud. First the teacher models the activity by
having volunteers to respond prompts like: I know how to cook, I love pop-
culture, I like to travel, I am good at playing sports, I like to read about
famous people. If the student is really into sports, she goes to the Glass
corner. If she might be interested in
it, she goes to Bug corner. But if she
is not really interested in it, she goes to the Mud corner. Many students might find difficult to
identify their own interests. The template will help them to be sure about
their preferences for further grouping (Appendix B)
Reading:
Students
get in groups of four according to their interests. The teacher presents a variety of reading
material: biographies of famous people
from history, travel brochures from different countries, music and movies
trivia facts. Students select the piece of reading of their like. Now the class
is divided in groups. Some groups are reading about pop-culture, others about
traveling, and the last group is reading about history. However, all the students are following the
same process guided in the worksheet. (Appendix C)
After
reading:
Students
share their ideas from the final section of the worksheet. Even though,
students are reading different texts they are all learning how to identify key
points, compare and contrast facts, and develop new ideas based on the reading.
Challenge
centers: Differentiating Product
The
students have finished reading the short story “The Bank Robbery” to assess
comprehension they are required to choose one of the activities from the
challenge center for a class project.
1.
Individually,
summarize the story in the form of a comic strip. Describe the beginning of the story, the
middle and end. Make sure to include
descriptive illustrations.
2.
Create
a comic strip describing a funny criminal story of your own.
3.
In
groups of four perform a role-play about the story: “The Bank Robbery”. You either can record it and show the video
or make a live performance.
4.
Write
a true or false quiz based on the story.
Your quiz must have ten items.
Make sure to include the answer key.
5.
You
were one of the customers at the moment of the robbery. Write a short paragraph describing your
experience. Include your feelings,
thoughts and reaction at the end of the story.
6.
Find
a partner and decide on how should the criminal be judged? Write the judgment in the form of a rap or
hip- hop song.
7.
You
are the criminal’s lawyer. Prepare
yourself for the trial. What would you
say to support your defendant?
During
the first session students choose the activity they are more likely to
perform. There are explanation cards for
each of the activities available. The
students will work in class for one more session before turning in their final
products. The activities have been
planned according to the different learning styles. There are activities for musical, verbal,
visual, and kinesthetic learners. The
levels of complexity and challenge from Bloom’s taxonomy are also
considered. Activities one, three, and
four are in favor of struggling students. While activities two, five, six, and
seven are designed to use higher thinking processes.
References
Anderson, K. (2007). Differentiating instruction to include
all students. Tips for teaching, 51(3), 49-52.
Bondy, E., Ross, D., Galliangane, C., & Hambacher, E.
(2007). Culturally responsive classroom management and more: Greating
environment of success and resilience. Urban Education, 42, 326-348.
Brimijoin, E. M. (2003). Using data to differentiate
instruction. Educational leadership, 60(5), 70-73.
Gardner, H. (1983). Frames of mind: The theory of
multiple intelligences. New York: Basic Books.
Heacox, D. (2012). Differentiating instruction in the
regular classroom. Minneapolis: Free Spirit Publishing Inc.
Kapusnick, R. (2001). The silver cup pf differentiated
instruction. Kappa Delta Pi Record, 34(6), 156-159.
Kidron, Y., & Fleishman, S. (2006). Promoting
adolescents' prosocial behavior. Educational Leadership, 63(7), 90-91.
Levy, H. (2008). Meeting the needs of all students through
diffentiated instruction: helping every child reach and exceed standards. The
Clearing House, 81(4), 161-164.
Martin, P. C. (2013). Role-playing in an inclusive
classroom: using realistic simlation to explore differneitated instruction. Promising
Practices, 22(2), 93-95.
McTighe, J., & Brown, J. (2005). Differentiated
istruction and educational standards: Is detente possible? Theory into
Practice, 44(3), 234-244.
Morgan, H. (2013). Maximizing student sucess with
differentiated learning. The clearing house, 87(1), 34-38.
Pham, H. (2012). Differentiated instruction and the need to
integrate teaching and practice. Journal of college, teaching and
learning, 9(1), 13-20.
Silver, H., Strong, R., & Perini, M. (2000). So each
may learn: Integrating learning styles and multiple intelligences.
Alexandria, VA: ASCD.
Susan Watts, B. L.-D. (2012). Differentiated instruction:
Making informed teacher decisions. The reading teacher, 66(4),
303-313.
Tomlinson, C. (1999). The differentiated classroom:
Responding to the needs of all learners. Alexandria, VA: ASCD.
Walqui, A., & Lier, L. v. (2012). Scaffolding the
academic success of adolescent english language learners. San Francisco:
WestED.
Appendix A
Worksheet
for group “yellow”
THE LAST LEAF
Student’s
name:………………………………………………
Who is
the author of the
story?.........................................................................................................
List the
three main characters:
……………………………….
……………………………….
………………………………
Describe each character:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
What was
a common health problem at that time?
……………………………………………………………………………………………………..
Jhonsy
believed that she would die when…………………………………………………………
Who
saved her
life?.........................................................................................................................
THE LAST LEAF
Activities
for group “blue”
Directions:
·
Sketch
the main scenes of the reading: the beginning, turning point, ending
·
Present
them to the class through story telling.
·
Explore
and explain to the class why a lot of people would die because of pneumonia in
the past? What is it different today?
THE LAST LEAF
Activities
for the group “green”
Directions:
·
In
the group discuss the author’s purpose for writing the story
·
Create
a new ending for the story
Appendix
B
MY
INTERESTS
|
Glass, Bug or Mud
|
Visiting
a museum is a great adventure
|
|
I
can recommend what places to visit
|
|
Reading
biographies is funny
|
|
I go
to movies regularly
|
|
I
know about distances from one place to another
|
|
I
like going to concerts
|
|
I
can plan fun activities for visitors
|
|
We
can learn a lot from history
|
|
I
know all the latest musical hits
|
No comments:
Post a Comment